Essay 1 - Article 1

The affordances and contradictions of AI-generated text for writers of english as a

second or foreign language
Anas Al Bulushi, Turki Al Jabri, Muhannad Al Shibli, Hood, Mohammed Al
Hadhrami

The aims
highlight the affordances of AI tools in assisting second language writers in
improving their English writing skills
addressing the contradictions and risks associated with the use of AI in academic and
professional settings.
proposes a pedagogical model for AI literacy to help educators and students navigate
the complexities of using AI tools for writing effectively and ethically.

Background information (literature review):

While acknowledging recent developments in the field, the literature review also
highlights the communicative realities that provide difficulties for students in both
academic and professional settings. It talks about the conundrum that writing teachers
confront when deciding whether to teach "standardized" usages of the language. The
essay uses several sources, including Matsumura, Payne & Whitney, De Guerrero &
Commander, Macbeth, and Howard, to illustrate how imitation plays a part in the
writing of English language learners.

Main findings, results:

1- Because ChatGPT and other similar programs can mistakenly mark non-
native writing as copied, learners who use them to mimic native speakers
may face accusations of cheating.
2- The use of technology in language learning exacerbates inequality since
not all people have access to AI writing tools, casting doubt on the ability
of technology to level the playing field.
3- Second language learners are hampered by AI writing, which benefits
experienced English writers. Over-reliance impedes fundamental abilities,
which goes against workplace preferences. AI literacy ought to be
prioritized in education.
4- The framework for AI literacy: understand AI, apply it correctly, pose
pertinent queries, confirm outcomes, and integrate it responsibly. Teachers
ensure strong writing skills by introducing material gradually. More
investigation is required for the best AI education.
Importance and significance:

1
Language Accessibility: Describes how ChatGPT and other AI tools assist non-native
English speakers in overcoming language barriers when writing academically.
Ethical Awareness: Brings up questions about the moral application of text produced
by AI, particularly considering academic integrity.
Academic Integrity: Emphasizes the importance of maintaining academic honesty
amidst the use of AI tools that can blur the lines of original authorship.
Framework Proposal: Provides a framework for AI literacy to direct the moral
incorporation of AI tools into L2 writing training.
Empowerment: Seek to equip writers of second languages with the knowledge and
abilities to use AI technologies in a responsible manner, all the while improving their
writing skills.

Concluding remarks:
1- It is unfeasible and restricts learning opportunities to outlaw all tools.
2- Including Al tools in the classroom can help students' writing development.
3- Al fosters critical thinking and traditional literacy.
4- Equity gaps are perpetuated when people are left out of Al talks.
5- Human potential and values are enhanced by ethical use of Al.
6- The Al-literacy framework facilitates L2 writers' successful integration.